Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Teacher preparation programs as well as continuing professional education programs recognize the importance of preparing teachers to teach with technology. However, all too often these programs offer a single course, focusing on manipulating individual technologies. This descriptive research presents a perspective where technology is woven throughout a 3-year online MS program and where participants engage with holistic technology systems approach for integrating technologies as pedagogical tools, supporting a community-of-learners based, collaborative experience. The impact of engaging in such a program on participants’ technological pedagogical content knowledge (TPACK) and their thinking about student learning with technologies is described. Data collected from a representative course in the program explains how engaging with systematically integrated multiple technologies supports teachers’ development of their TPACK and extends their thinking of how students learn with technology.
Gillow-Wiles, H. & Niess, M. (2014). A Systems Approach for Integrating Multiple Technologies as Important Pedagogical Tools for TPACK. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2501-2508). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 27, 2019 from https://www.learntechlib.org/primary/p/131161/.
© 2014 Association for the Advancement of Computing in Education (AACE)
- Chiu, M.M. (2008). Flowing toward correct contributions during group problem solving: A statistical discourse analysis. Journal of the Learning Sciences, 17(3), 415-463.
- Chiu, M.M., & Kuo, S.W. (2010). From metacognition to social metacognition: Similarities, differences and learning. Journal of Education Research, 3(4), 321–338.
- Cochran-Smith, M. & Lytle, S.L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, pp. 249-305.
- Curtis, S., Gesler, W., Smith, G., & Washburn, S. (2000). Approaches to sampling and case selection in qualitative research: examples in the geography of health. Social science& Medicine (1982), 50(7-8), 1001–14.
- Gillow-Wiles, H., & Niess, M. (2013, March). Using Multiple Digital Technologies in an Online MS Program to Develop TPACK. In Society for Information Technology& Teacher Education International Conference (Vol. 2013, No. 1, pp. 3892-3899).
- Greeno, J.G., Collins, A., & Resnick, L.B. (1996). Cognition and learning. In D.C. Berliner & R.C. Calfee (Eds.), Handbook of Educational Psychology. New York: Macmillan.
- Husserl, E. (1976). The crisis of European sciences and transcendental phenomenology, An Introduction to Phenomenology, 1–116.
- Keating, T., & Evans, E. (2001). Three computers in the back of the classroom: Pre-service teachers' conceptions of technology integration. Paper presented at the American Educational Research Association Conference.
- Kim, C., Kim, M.K., Lee, C., Spector, J.M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76–85.
- Meyers, J.D., Chappell, A., Elder, M., Geist, A., & Schwidder, L. (2003). Re-Integrating the research record. Computing in Science and Engineering, 5(3), 44-50.
- Mishra, P. & Koehler, M.J. (2006) Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, pp. 1017-1054.
- Niess, M.L. (2013). Central component descriptors for levels of technological pedagogical content knowledge. Special issue on Technological Pedagogical Content Knowledge. Journal of Educational Computer Research, 48(2), 173-198.
- Niess, M.L. (2008). Knowledge needed for teaching with technologies– Call it TPACK, AMTE Connections, Spring, 9-10.
- Niess, M.L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.
- Niess, M., & Gillow-Wiles, H. (2013). Advancing K-8 teachers’ STEM education for teaching interdisciplinary science and mathematics with technologies.Journal of Computers in Mathematics and Science Teaching, 32(2), 219-245.
- Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd Ed.). Thousand Oaks, CA: Sage.
- Roberts, B. (2002). Interaction, reflection and learning at a distance. Open Learning, 17(1).
- Sztajn, P., Confrey, J., Wilson, P.H., & Edgington, C. (2012). Learning Trajectory Based Instruction: Toward a Theory of Teaching. Educational Researcher, 41(5), 147–156.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.